MCPER has published a code sheet that researchers can use to systematically gather information and data from studies identified for inclusion in syntheses and meta-analyses. These data include (but are not limited to) study participant characteristics, intervention components, treatment fidelity, and student outcomes. The accompanying manual provides guidelines for coder training, achieving reliability in using the code sheets, and data entry formatting and tips. The tool is free for researchers to use, but appropriate citation is required. To download the code sheet and manual and view the required citation, visit the MCPER Library.
Several MCPER researchers have already used the code sheet in their syntheses and meta-analyses. Click the links in the following list to read the studies.
Edmonds, M. S., Vaughn, S., Wexler, J., Reutebuch, C., Cable, A., Tackett, K. K., & Schnakenberg, J. W. (2009). A synthesis of reading interventions and effects on reading comprehension outcomes for older struggling readers. Review of Educational Research, 79(1), 262–300.
Scammacca, N., Roberts, G., Vaughn, S., Edmonds, M. S., Wexler, J., Reutebuch, C., & Torgesen, J. K. (2007). Interventions for adolescent struggling readers: A meta-analysis with implications for practice. Portsmouth, NH: RMC Research, Center on Instruction.
Scammacca, N. K., Roberts, G., Vaughn, S., & Stuebing, K. K. (2013). A meta-analysis of interventions for struggling readers in grades 4–12: 1980–2011. Journal of Learning Disabilities. Advance online publication.
Solis, M., Ciullo, S., Vaughn, S., Pyle, N., Hassaram, B., & Leroux, A. (2011). Reading comprehension interventions for middle school students with learning disabilities: A synthesis of 30 years of research. Journal of Learning Disabilities. Advance online publication.
Wanzek, J., Wexler, J., Vaughn, S., & Ciullo, S. (2010). Reading interventions for struggling readers in the upper elementary grades: A synthesis of 20 years of research. Reading and Writing, 23, 889–912.
Wanzek, J., & Vaughn, S. (2007). Research-based implications from extensive early reading interventions. School Psychology Review, 36(4), 541–561.
Wanzek, J., Vaughn, S., Scammacca, N., Gatlin, B., Walker, M., & Capin, P. (2015). Meta-analyses of the effects of tier 2 type reading interventions in grades K–3. Educational Psychology Review, 1–26.
Wexler, J., Vaughn, S., Edmonds, M., & Reutebuch, C. K. (2008). A synthesis of fluency interventions for secondary struggling readers. Reading and Writing, 21, 317–347.
MCPER researchers have been awarded a $3.5 million, 4-year federal grant to gauge the effectiveness of different professional development models aimed at vocabulary and reading comprehension instruction in fourth-grade content area classes.
In each research year of the new project—Examining the Efficacy of Differential Levels of Professional Development for Teaching Content Area Reading Strategies—60 fourth-grade teachers and their students will join the study. Teachers will attend an annual conference at UT Austin, where they will learn the vocabulary and comprehension components they will use in their classrooms over the course of the school year. The project will measure and compare the effectiveness of professional development versus a control condition in the first year and then compare different types of professional development in subsequent years.
Elizabeth Swanson will lead the project as principal investigator with MCPER Executive Director Sharon Vaughn and Associate Director Greg Roberts as co-principal investigators. The funding is through the National Center for Education Research.